OPENING OF THE UNIVERSITY

Evening Star, Volume IX, Issue 2616, 6 July 1871, Page 2

OPENING OF THE UNIVERSITY

The social meeting which was held last evening, was a decided success. As was the case at the inauguration, the large hall was comfortably filled long before the hour for the commencement of proceedings, viz., halfpast six o’clock—and as the cry “ still they come,” continued to be heard for fully a couple of hours afterwards, the state of the hall can be easily imagined. To say that there was a crush is a very mild way of putting it; people bore the hustling they were subjected to with admirable good humor, and on the whole everything went off very well, although we confess to holding an opinion that the arrangements might have been much better. Tea and light refreshments were supplied by M* riudson, of Princes street; and these having been liberally dispersed, the business of the eevning commenced, the Chancellor occupying the chair. The first speaker was, His Honor Mr. Justice Chapman considered the Chancellor ought to feel much gratified at the very large and nspectable assemblage met to celebrate the inauguration of the University. He would remind the meeting that the Province of Otago was not much more than twenty years old. Twenty-three years ago it was a wilderness, and the Colony was only thirty one years old. He arrived in the Colony in 1843 when there were only 1,100 Europeans scattered over the North Island. There were very few in the south. Otago was not known. He heard of a place called Waikouaiti and a certain Mr. Jones who made his appearance at Wellington, and was known there as the only white inhabitant of Otago. He was known by the name of Waikouati. Now there were between 250,000 and 260,000 Europeans scattered all over the islands in all classes and gradations of education. In recalling this rapid progress in mind he could not forget the debt due to the Provincial Council, for it was through their forethought and liberality that the present institution was founded. He candidly confessed that at the time he thought the establishment of a college was premature and that the population was not sufficiently large to supply youths desirous of matriculating. He was glad to find that he was mistaken as no fewer than thirty-one students had entered their names at the University. They were wise in Victoria to commence a University almost against popular opinion. When that Colony was only nineteen years old it opened, he believed, with only nine students, so that judging by the number of young men entered, Otago was more advanced than Melbourne, when he first went thither. With thirty oue names to start with, the University could not be considered primature. The question was often put, was it only to teach Latin and French and Mathematics that youths were sent to the University ? Supposing that the only use, was not a training in the classic languages and Mathematics something? The classic languages were spoken by two great people in the highest possible state of civilisation of which the times were capable. True they were unacquainted with modern mechanical, and chemical discoveries, —with railways and gas works, but as far as the cultivation of the intellect was concerned, as pointed out by Dr Arnold, the history of Rome under the Cajsars and Greece in the time of Pericles, was modern history, and was more nearly identical with the English intellect of the present day, than it is with the English intellect of the age of the Tudors and Plantagenets. They had treatises in philosophy, even on gardening, agricultural scieence. on various other subjects connected with science which it was worth learning Latin to read and to appreciate in the languages in which they were written. He did not mean to say it would be worth learning Latin if the object were merely to read Virgil, Caesar, and Sallust, but when children were taught at an early age—an age when they had no care to burden or distract them —to teach them those languages was tp provide means of pleasure for tfiejn when they arrived at maturity. Then as to the English language, there were probably more words of Latin origin in it than of Saxon derivation, and therefore it would be worth while learning Latin the better to appreciate our native language. In common affairs and in expression of the passions words of Teutonic origin were used, but in legal arguments we were driven to words derived from the Latin or Norman French. The study of language gave power to concentrate

, ,• ■ '"VX '•£?*** attention on any subject for any length of time. Sit a child down to anything, and bis attention was easily diverted. A bird flying past |the window, a servant entering the room, or a stranger speaking, would distract his mind; but give him the power of concentration of thought by studying the -Classics or mathematics, and it went with him to the grave. Many years ago, being appointed one of the Commissioners to enquire into the condition of the handloom weavers, his attention was drawn to two men in a mill that he visited. Each was a good workman, but one earned nearly twice the wages of the other. On enquiring of the overseer the cause, he said the cleverer man of the two was he who earned least, but he would not give exclusive attention to his work, while the other man never allowed himself to be diverted from what he had to do, but worked steadily throughout the day. This power of concentration was conferred through studying the classics and mathematics. Even if by some disease the classics and mathematics were forgotten, and the other faculties remained healthy, that benefit would be felt. Such a process did take place, for most men engaged in callings in which Latin and Greek was not in use forgot them; but the effect of their training was felt of the highest use in after years. Some men condemned ambition. No uoubt it was liable to abuse, but he did not believe a single faculty was given to man that, properly used, was not beneficial to him. What was called “ bad ” was merely good abused. (Cheers.) Ambition properly cultivated—perhaps emulation would be a more euphuistio term—was a great advantage. A young man who had been successful at Rugby went to Oxford, and at the end of three years he “ went in ” for honors. He had been the first boy at Kugby, and thinking his task easy, was very “bumptious,” but he found at Oxford he had to compete with the first boys from other schools. He was unsuccessful, and in his customary kind way Hr Arnold wrote to him, reminded him though he had not gained Avhat he sought he ought not to feel discouraged, as it was the effort that was useful, not the prize. He hoped some fair portion of the vote of the General Assembly would be given to Otago, for he thought the claim a fair one. In the contest for honors should some fail, by way of comfort he would rela'e a little of his experience. There was great difference between the method of teaching now and fifty years ago. Masters or professors now condescended to teach, whilst in his days they only made their pupils learn. A book was put into their hands, and they were examined, as usual, in classes. Fiftythree years ago he had Sallust put into his hands to read. It seemed plain enough, but at length be came to a word he could not translate j it was the word vine. When called up he hoped it would fall to another boy’s lot to translate it, but unluckily he had- to translate it, and he could not, so he was kept in school. He tried all be knew to find it out ; he drew a monkey with a piece of chalk, and then renewed the search, without success; he added a pipe to its mouth, but still he could not find it, nor would he have been able had not a schoolfellow, seeing his situation, told him he would never find the word by searching, as it was in fact two words. Now any respectable schoolmaster would end t*ie perplexity in three seconds by explanation. No wadays masters helped their pupils, mixed with them, and joined in their sports ; but then they used tp stand on theip fancied dignity. He thought'the right plan had been adopted, at least for the present, in not insisting on matriculation examinations ; for as yet the teachers of pubi c schools would not know how to prepare their pupils. That course was followed in Meibom ne Avith success, and a number of young men had passed a more severe examination than our University Avas likely to insist upon for year?. Tin re were able professors there, and the object has been gradually to raise the standard of education from year to year, so as to make the result more creditable. He hoped a more expanded education would be adopted than prevailed at Home j and this was secured by not confining attention to classics and mathematics. A professor of polii; laud moral sc'eice had recently arrived, and also a gentleman who had paid considerable attention to the construction of the English language. It was a comparatively recent study, but had made such rapid strides at Home that out of every dozen educated men one or two would be found who had devoted himself to it. It rendered Chaucer and Spenser’s works more valuable, because better understood. Great advantage would result from a systematic investigation of the works of ancient authors. Perhaps he had spoken too long ; but he'was led into it by the object befoie them—the success of the University. 1 The Rev, W. WiLp made some observations which went to Show the advantages’ towards the permanent settlement of a highly trained p p.dation, that must result from providing means of education in the Province equal to that obtainable in England or Scotland. He hoped the Prorince'Would have all the advantages of a University, and that it would have a local habitation, and a name known not only in Ncav Zealand, but throughout the Australian Colonies. The Province had got the advantage of a sjart, and our professors were'not worth their salt unless they kept the'lead. Professor Sale, after thanking the Chancellor and meeting for their reception and the kindness shewn them since their arrival, by his Honor the Superintendent and all classes, said he had special reasons for being gratified with the position he held, for he considered himself a New Zealander, having lived eight years in the Colony. His present position was that to Avhich he was looking forward, when the Institution was projected, and ho had ardently hoped to take a share in promoting its success. If ever he had the reputed failing of schoolmasters and professors, of speaking didactically in addressing a meeting, residency in the Colony, he hoped, had cured him. He had met with men in the Colonies who had never been at college, who were his superiors in attainments. Therefore neither he nor his brethren should attempt to speak didactically or in an authoritative tone to a New Zealand audience. The class poin was the oply place where it ' was WbS’t w’ap thp peal qbjept qf the Univepityt 111 his opinion, not merely the conferring of degrees, that Avas merely secondary, England Avas deluged with degrees British and foreign of every conceivable designation. It was right to give men opportunities to show Avhat be had learnt, but that Was not the main object of a University j that was clearly toproiride a plan for men to study in with advantage. The same objects were sought iu universities and schools ; the difference between them was that students at universities needed no motives to induce study, while at schools

rewards and punishments were necessary. The University students would come with intention to work, and the professors intended to assist them. A University education was of two sorts —First, it must be useful. Professor Huxley, in one of his lay sermons, said an Englishman’s purpose is to get on. He believed it was, and not less that of a Scotchman. The education supplied must therefore have that object in view. His Honor the Superintendent and the Council of the University distinctly recognised this. He specially alluded to studies in chemistry as applied to agriculture, and mineralogy to mining. There was, however, something better in education than providing a means of gaining material wealth. The education must not only he useful, but liberal. Men must be not merely men of business, but they must have an honorable ambition to shine beyond the limits of their trade or professions, and education to be worth anything must keep this in view. The talented author of “ Ecce Homo,” the writer of several valuable essays on the elementary principles of art, said something like this—he did not remember the exact words —a town without picture galleries or theatres ; a town where no one writes verses, or reads them if written; a town where no one cares to talk about literature, must he something worse than a dismal place to live in. More crimes might not be committed there than in other places cf equal size, but morality must he at a low ebb, and virtue must he stagnant and nonprogressive, He felt startled on reading that, as it seemed to picture a colonial town. The want in the Colouies was some pursuit out of the course of business, not fa it. Intense attention to money-making had been the bane of New Zealand, but it had ceased to he the case in Dunedin, with the progress of which he was astonished after an absence of seven years. He now found a school of design au l music cultivated. It was an example to New Zealand in that respect. Something like this liberal education was what was sought to be supplied, and in which the Professors were prepared to assist. When he was a boy only one idea ’prevailed of what education should be. It was Latin grammar, Greek grammar, and mathematics, from morning till night. Both at school and the University that idea prevailed. His Honoi Judge Chapman did full justice to the value of those studies. A man whose studies were c mfined solely to those subjects was not only ill-educated, but his faculties were destroyed by giving sole attention to them. "When he was a boy nature was a closed book ; it was impossible to study it in any form whatever. English literature was a closed book. Non' |i the principal schools and universities, physical scieuce had now taken its place as the best of studies, and instead of being found a hindrance, it p oved an aid to other studies. An old Greek, Sallust, described a well educated man as a four square man. A four square being in his mind the ideal of perfection. But a mau educated in this onesided way reminded him of an ill cooked e gg_ r oasted only on one side. Some ladies ofHokitika described the professors as very plain men. He hoped they would prove plain men, for if they carried out their purposes, they would do more good than if perfect encyclopedias. There was one danger in the study of natural science, it was difficult to test the knowledge of the pupil; to know whether it was real or superficial. A friend of fiis went in for natural science, and came out first in botany, but his knowledge had only been gleaned from books : he had nor actually examined any plant, but simply got a collection of words and phrases. Huxley said, if physical science were not taught from things, it had better not be taught; but if taught from actual realities, it was the most valuable knowledge that could be acquired. He wished to dissipate any false impression that might be afloat as to the style of instruction he proposed giving. There was no Professor of English in the English Universities : he believed there was in the Scotch. He did not intend to give mere lectures, as, in that case, a student was itt danger of adopting the dictum of the Professor without examination. He proposed, therefore, to take any standard— English books by Chaucer, Spenser, or Shakespeare, and to examine critically every word and expression ; then to study the work as a whole, that the knowledge gained might be thorough. He then referred to incidental advantages to be derived from a University course, the friendships formed, and the good effects flowing from them, and the speaker closed by expressing a wish that these results between pupils and professors m'glit be realised. '‘Addresses were afterwards given by the Hon. John M’Lean and the Itev Dr Copland. Mr Cargill, M.P.C., jproposed a vote of thanks to the Chancellor, to the gentlemen who had delivered addresses, to the ladies and gentlemen who by their musical efforts bad done so much to enliven the proceedings, and also to the ladies who presided at the Rallies. ’ The motion was carried by acclamation, imd the proceedings were closed by singing thejiational anthem.